情景教学法在中学英语口语教学上的应用英语论文.docx

情景教学法在中学英语口语教学上的应用英语论文.docx

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情景教学法在中学英语口语教学上的应用英语论文

XXXX大学本科毕业论文（设计）任务书

编号：

论文（设计）题目：

情景教学法在中学英语口语教学上的应用

学院：

XXX学院专业：

英语教育班级：

XXX级英语教育X班

学生姓名：

XXX学号：

XXXXXXXX指导教师：

XXX职称：

教授

1、论文（设计）研究目标及主要任务

本论文的研究目标是总结有关中学英语口语教学以及情景教学法的国内外研究及其在中学英语口语教学中的应用。

其主要任务是通过分析情景教学法的作用指导中学英语口语教学。

2、论文（设计）的主要内容

本论文分为四章，第一章介绍该研究的背景、目的及论文的设计，第二章介绍口语教学的国内外研究，第三章介绍情景教学法的国内外研究，最后一章讨论了情景教学法在中学英语口语教学上的应用。

3、论文（设计）的基础条件及研究路线

本论文的基础条件是不同的语言学家及教育学家对情景教学法的研究结果。

研究路线是对情景教学法的应用从不同的角度进行阐述，并将其分别应用在中学英语口语教学实践中。

4、主要参考文献

Krashen,S.D.1982.PrinciplesandPracticeofSecondLanguageAcquisition.Oxford:

PergamonPress.

Nunan,D.1989.DesigningTasksoftheCommunicativeClassroom.Cambridge:

CambridgeUniversityPress.

杭理.2009.初中英语口语教学现状与研究策略.《考试周刊》第40期,123-25.

龙文珍.2003.《中学英语情景教学的设计与运用》.上海:

华东师范大学.

李吉林.2006.《情境教学实验与研究》.北京:

人民教育出版社.

5、计划进度

阶段

起止日期

1

确定初步论文题目

3月16日前

2

与导师见面，确定大致范围，填开题报告和任务书，导师签字

3月16日-3月23日

3

提交论文提纲

3月23日-3月30日

4

交初稿和文献综述

3月30日-4月20日

5

交终稿和评议书

5月8日前

指导教师：

年月日

教研室主任：

年月日

注：

一式三份，学院（系）、指导教师、学生各一份

XXXX大学本科生毕业论文（设计）开题报告书

XXX学院英语教育专业2XXX届

学生

姓名

XXX

论文（设计）题目

情景教学法在中学英语口语教学上的应用

指导

教师

XXX

专业

职称

XX

所属教研室

英语高年级教研室

研究方向

英语教学法

课题论证：

从国内外各个研究等方面论证情景教学法的作用及其在中学英语口语教学中的应用。

方案设计：

第一章介绍该研究的背景、目的及论文的设计，

第二章介绍口语教学的国内外研究，

第三章介绍情景教学法的国内外研究，

第四章讨论了情景教学法在中学英语口语教学上的应用。

进度计划：

3月16日前确定初步论文题目

3月23日前写开题报告、任务书

3月30日前提交论文提纲

4月20日前提交初稿和文献综述

5月8日前交终稿和评议书

指导教师意见：

指导教师签名：

年月日

教研室意见：

教研室主任签名：

年月日

XXXX大学本科生毕业论文（设计）文献综述

LiteratureReview

Spokenlanguagewasthemostfrequentlyusedcommunicationtoolforhumans.TeachersinmiddleschoolsshouldattachimportancetooralEnglishteachingandimprovethestudents’communicativeability（ZhuMinghui,2009）.

OralEnglishhassomefeatures.Firstly,externallanguageexpressionandinternallanguagethinkingaresynchronous.Secondly,spokenlanguageissituational.Evenforthesametopicandcontent,therearedifferentexpressions.Thirdly,spokenlanguageisloose.Inordertomakethelistenerunderstandeasily,peopletendtousesimplestructure（ZhouXiaoqing,2012）.

OralEnglishteachingisacurriculumwhichletstudentslearnspokenknowledgeandskills.OralEnglishteachingisanelementofEnglishteaching.ThroughtheteachingstudentscancommunicatewithothersinEnglish（GuanXulan,2011）.

OralEnglishteachinghassometheoreticalbases.

Firstly,cognitivelearningtheoryistoexplorethelawoflearningtheorythroughstudyingthecognitiveprocess.Itinsiststhathumanisthesubjectofstudyingandlearnactively.Atfirst,activityisthemediumofpeople’sknowledgeoftheexternalworld.Thepurposeofeducationistomakestudentscreatenotrepeat.（JeanPiaget,1970）

Secondly,secondlanguageacquisitionisalsothebasisoforalEnglishteaching.S.D.Krashen’slanguageacquisitiontheoryincludesfivehypotheses:

theacquisition-learninghypothesis,themonitorhypothesis,theinputhypothesis,theaffectivefilterhypothesisandthenatureorderhypothesis.InS.D.Krachen’smind,onlywhenlearnersgetcomprehensiveinputwhichisalittlehigherthanhisorherpresentlanguagelevelandlearnerscanfocushisorherattentiononcomprehensionofmeaningnotform,canthelearnergainlanguageacquisition.Ifthepresentleveloflearnersiscalled“i”,theinput“i+1”canimprovethelearners’acquisition.

Thirdly,thetheoryofconstructivismisofinstructionaleffecttooralEnglishteaching.Constructivismisabranchofcognitivepsychologyschool.Oneofitskeyconceptsisschematismwhichreferstoperceptionofunderstandingandwaysofthinking.Schematismistheoriginandcoreofcognitivestructureorthefoundationofpeoplegettingknowledgeofevents.

Inrecentyears,scholarsinChinahavedonealotofresearchesinoralEnglish.Inthe1990s,thescholarshaveexploredthesituationandproblemsoforalEnglishteachingfromtheperspectivesofcultureshock,teachers’quality,emphasisdegreeandstudents’psychologicalbarriers,etc（Kang&Lu,1998）.Wen（2001）andLiu（2002）havecarriedoutsurveysandgavesuggestionsforthetheoryandpracticeoforalEnglishteachingfromthebackwasheffectoftheNationalSpokenTest.Yang（2002）hascalledfortheevaluationoforalproficiency,carefulactionsinthedesignoftasksandtheapplicationofcommunicativestrategiesaswellasforthebalancebetweenthetimedistributionofpeertalkandteachertalk,betweenthecenteronformandonmeaning.

Actuallylistening,speaking,readingandwritingareinextricablylinked.OneofthemainteachingprinciplesofCommunicativeteachingmethodologyistoregardtheskillsoflistening,speaking,readingandwritingascomprehensivelanguageactivityandputspeakingandreadingandwritingintheequallyimportantplaces（Zhao,2011）.

AmericansociallinguistsHymeshaveputforwardtheconceptof“communicativecompetence”accordingtoChomsky’slinguisticscompetence.Communicativecompetencecouldbeunderstoodastheapplicationofpotentiallanguageknowledgeandability.InHymes’mind,communicativecompetenceshouldconsiderfouraspects.Firstly,thespeakingshouldbegrammaticallycorrect.Thatisrightinform.Secondly,thespeakingshouldbesuitable.Thirdly,thespeakingshouldbeappropriate.Fourthly,thespeakingshouldemergeinreallife.

Inthetwentiethcentury,Baker（1924）hassuggestedthatEnglishteachingshouldincludenotonlygrammarandwritingbutalsolanguageasatoolforcommunicationinthesocialcontext.OrtegaandNorrisbothhavepaidattentiontoissuesaboutoralproduction.Ortegahasofferedadifferentviewofrelationshipbetweenprojectingandsecondlanguageoralproductionfromthestandpointofart.Shecallsformultiplesourcesofdataandanalysistomakeguidanceforsecondlanguageuseinsideandoutsidetheclassroom.

Itisremarkableofthenumberofcreativeactivitiesdesignedbymanyscholarsoverthelastfifteenyears.Theseactivitiesareusefultoimprovelearners’communicativecompetenceandtheyhavechangedtheteachingoforalskills（Kransch,1993）.HeemphasizedthegreatimportanceoforalEnglishandappreciatedthedevelopmentoforalEnglishteaching.

AccordingtoEnglishscholarHornby’sthoughts（1981）,situationalteachingapproachmeansthattheteacherscreatesomeconcreteandvividteachingsituationspurposefullyduringtheclasstohelpthestudentsgainknowledgeanddevelopskills.Heinsistedtheteachersshouldintroducenewvocabularyandsentencestructuretothestudentsfirsttoprepareforunderstandthearticleandthendealwiththearticlewhentheyapplythesituationalteachingapproach.

YuYao（2003）expressedherideaaboutsituationalteachingapproach.HerdefinitionaboutthesituationalteachingmethodoriginatesfromFirth’slinguistictheory“languagehasitsmeaningaccordingtolanguagebackgroundandcontext”.Shehastheopinionthatthestudentscanexpresstheirideasimitatingthesimilarsentencesinthesituation,communicatewithotherstudentsemotionallyandmasterlanguagestructures.

Anderson（1996）havepointedoutthatthemostobviouscharacteristicofsituationalteachingapproachis“tohelpthestudentstolearnlanguageknowledgeonthecarrierofthetruelanguagesituations”.Specifically,ZhangQingying（2005）cameupwithseveralfeaturesofsituationalteachingapproach.

Firstly,situationalteachingapproachhasthecharacteristicofaudio-visionandvividness.YuYao（2003）thought“thesituationistheconcretesceneandoccasionwherelanguageexists”.Secondly,situationalteachingapproachhasthecharacteristicsofsymmetryofemotionandperception.ZhangQingyingthoughtthatlearningprocessistheprocessofinteractionofstudents’emotionandperception.Thirdly,situationalteachingapproachhasthecharacteristicsofputtingeducationandenjoymenttogether.

InChina,thesituationalteachingapproachoriginatesfromEnglishLanguageTeachingestablishedbyZhangShiyiin1948.ZhangJianzhonghasalsomadecontributiontothedevelopmentofsituationalteachingapproach.ZhangJianzhongandYuHongzhen（2000）thoughtsituationisanimportantfactorthatinfluencestheeffectofEnglishteaching.WangYanpingandZhangJing（2003）havealsoexploredthesituationalteachingapproach.Inthearticle,theIntegrationbetweenSituatedCognitionTheoryandEnglishLanguageTeaching,theypointedoutthatthestudentsshouldlearninrealenvironmentandlearningtaskscannotbefarawayfromtruesituations.LongWenzhen（2003）alsoindicatedthatinconcretesituationsstudentsunderstandthepassedinformationandtheirdesireofexpressingtheirthoughtsisinspired.ThustheabilityofexpressingideasusingEnglishisimproved.

Inforeigncountries,linguistsandeducatorshaveresearchedtheeffectofsituationalteachingapproachonteachingextensivelyanddeeply.

Deweyvaluessituationalteachingapproachmuch.Heisthefirstpersontousesituationalteachingapproachineducation.Inhismind,theprocessofteachingistheprocessinwhichteachersshouldcreatesituationstoinspirestudents’learningmotivation.Hehasdevelopedthetheoryandpracticeofsituationalteachingapproach.

FirthandHalliday（1974）researchedsituationalteachingapproachinoralEnglishclass.Theythoughtthatsituationalteachingistopresentteachingmaterialsbyobject,pictures,actingandmultimedia.Itmakesstudentsgetmoreperceptualcognitionsandexpressandreactwelloutsidetheclassroom.

LiteraturereviewincludesreviewsoforalEnglishteachingandreviewsofsituationalteachingapproach.ItpresentsthedefinitionsoforalEnglishteachingandsituationalteachingapproachandsomeresearchesonoralEnglishteachingandsituationalteachingapproach.